2014
Min Fan, Alissa N. Antle, Carman Neustaedter, Alyssa F. Wise. 2014. Exploring How a Co-Dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity Proceedings Article . In Proceedings of the 2014 ACM International Conference on Supporting Group Work, GROUP '14 Association for Computing Machinery, Sanibel Island, Florida, USA, 81–90, .
Abstract | BibTeX | Tags: co-dependent access points, Collaboration, digital tabletop, interactive surfaces, Tangible User Interfaces, young adults.
@inproceedings{10.1145/2660398.2660402,
title = {Exploring How a Co-Dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity},
author = {Min Fan and Alissa N. Antle and Carman Neustaedter and Alyssa F. Wise},
url = {https://doi.org/10.1145/2660398.2660402},
doi = {10.1145/2660398.2660402},
isbn = {9781450330435},
year = {2014},
date = {2014-01-01},
booktitle = {Proceedings of the 2014 ACM International Conference on Supporting Group Work},
pages = {81–90},
publisher = {Association for Computing Machinery},
address = {Sanibel Island, Florida, USA},
series = {GROUP '14},
abstract = {Many studies suggest that tangibles and digital tabletops have potential to support collaborative interaction. However, previous findings show that users often work in parallel with such systems. One design strategy that may encourage collaboration rather than parallel use involves creating a system that responds to co-dependent access points in which more than one action is required to create a successful system response. To better understand how co-dependent access points support collaboration, we designed a comparative study with 12 young adults using the same application with a co-dependent and an independent access point design. We collected and analyzed categories of both verbal and behavioural data in the two conditions. Our results show support for the co-dependent strategy and suggest ways that the co-dependent design can be used to support flexible collaboration on tangible tabletops for young adults.},
keywords = {co-dependent access points, Collaboration, digital tabletop, interactive surfaces, Tangible User Interfaces, young adults.},
pubstate = {published},
tppubtype = {inproceedings}
}
Many studies suggest that tangibles and digital tabletops have potential to support collaborative interaction. However, previous findings show that users often work in parallel with such systems. One design strategy that may encourage collaboration rather than parallel use involves creating a system that responds to co-dependent access points in which more than one action is required to create a successful system response. To better understand how co-dependent access points support collaboration, we designed a comparative study with 12 young adults using the same application with a co-dependent and an independent access point design. We collected and analyzed categories of both verbal and behavioural data in the two conditions. Our results show support for the co-dependent strategy and suggest ways that the co-dependent design can be used to support flexible collaboration on tangible tabletops for young adults.
Alissa N. Antle, Jillian L. Warren, Aaron May, Min Fan, Alyssa F. Wise. 2014. Emergent Dialogue: Eliciting Values during Children's Collaboration with a Tabletop Game for Change Proceedings Article . In Proceedings of the 2014 Conference on Interaction Design and Children, IDC '14 Association for Computing Machinery, Aarhus, Denmark, 37–46, .
Abstract | BibTeX | Tags: children., Collaboration, digital tabletop, games for change, multitouch interaction, sustainability, tangible computing
@inproceedings{10.1145/2593968.2593971,
title = {Emergent Dialogue: Eliciting Values during Children's Collaboration with a Tabletop Game for Change},
author = {Alissa N. Antle and Jillian L. Warren and Aaron May and Min Fan and Alyssa F. Wise},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2593968.2593971},
doi = {10.1145/2593968.2593971},
isbn = {9781450322720},
year = {2014},
date = {2014-01-01},
booktitle = {Proceedings of the 2014 Conference on Interaction Design and Children},
pages = {37–46},
publisher = {Association for Computing Machinery},
address = {Aarhus, Denmark},
series = {IDC '14},
abstract = {Games for Change (G4C) is a movement and community of practice dedicated to using digital games for social change. However, a common model of persuasion built into most G4C, called Information Deficit, assumes that supporting children to learn facts will result in behavior change around social issues. There is little evidence that this approach works. We propose a model of game play, called Emergent Dialogue, which encourages children to discuss their values during interaction with factual information in a G4C. We summarize a set of guidelines based on our Emergent Dialogue model and apply them to the design of Youtopia, a tangible, tabletop learning game about sustainability. Our goal was to create a game that provided opportunities for children to express and discuss their values around sustainable development tradeoffs during game play. We evaluate our design using video, survey and questionnaire data. Our results provide evidence that our model and design guidelines are effective for supporting valuebased dialogue during collaborative game play.},
keywords = {children., Collaboration, digital tabletop, games for change, multitouch interaction, sustainability, tangible computing},
pubstate = {published},
tppubtype = {inproceedings}
}
Games for Change (G4C) is a movement and community of practice dedicated to using digital games for social change. However, a common model of persuasion built into most G4C, called Information Deficit, assumes that supporting children to learn facts will result in behavior change around social issues. There is little evidence that this approach works. We propose a model of game play, called Emergent Dialogue, which encourages children to discuss their values during interaction with factual information in a G4C. We summarize a set of guidelines based on our Emergent Dialogue model and apply them to the design of Youtopia, a tangible, tabletop learning game about sustainability. Our goal was to create a game that provided opportunities for children to express and discuss their values around sustainable development tradeoffs during game play. We evaluate our design using video, survey and questionnaire data. Our results provide evidence that our model and design guidelines are effective for supporting valuebased dialogue during collaborative game play.
2013
Alissa N. Antle, Alyssa F. Wise, Amanda Hall, Saba Nowroozi, Perry Tan, Jillian Warren, Rachael Eckersley, Michelle Fan. 2013. Youtopia: A Collaborative, Tangible, Multi-Touch, Sustainability Learning Activity Proceedings Article . In Proceedings of the 12th International Conference on Interaction Design and Children, IDC '13 Association for Computing Machinery, New York, New York, USA, 565–568, .
Abstract | BibTeX | Tags: children, Collaboration, digital tabletop, multi-touch interaction, positive interdependence, sustainability, tangible computing
@inproceedings{10.1145/2485760.2485866,
title = {Youtopia: A Collaborative, Tangible, Multi-Touch, Sustainability Learning Activity},
author = {Alissa N. Antle and Alyssa F. Wise and Amanda Hall and Saba Nowroozi and Perry Tan and Jillian Warren and Rachael Eckersley and Michelle Fan},
url = {https://doi.org/10.1145/2485760.2485866},
doi = {10.1145/2485760.2485866},
isbn = {9781450319188},
year = {2013},
date = {2013-01-01},
booktitle = {Proceedings of the 12th International Conference on Interaction Design and Children},
pages = {565–568},
publisher = {Association for Computing Machinery},
address = {New York, New York, USA},
series = {IDC '13},
abstract = {Youtopia is a hybrid tangible and multi-touch land use planning activity for elementary school aged children. It was implemented on a Microsoft Pixelsense digital tabletop. The main method of interaction is through physical stamp objects that children use to "stamp" different land use types onto an interactive map. Youtopia was developed to investigate issues surrounding how to design and evaluate children's collaborative learning applications using digital tabletops. In particular we are looking at how the interface design supports in depth discussion and negotiation between pairs of children around issues in sustainable development. Our primary concern is to investigate questions about codependent access points, which may enable positive interdependence among children. Codependent access points are characteristics that enable two or more children to participate and interact together. In Youtopia these implemented through sequences of stamps that are required for successful interaction, which can be assigned to children (codependent mode) or remain unassigned (independent mode).},
keywords = {children, Collaboration, digital tabletop, multi-touch interaction, positive interdependence, sustainability, tangible computing},
pubstate = {published},
tppubtype = {inproceedings}
}
Youtopia is a hybrid tangible and multi-touch land use planning activity for elementary school aged children. It was implemented on a Microsoft Pixelsense digital tabletop. The main method of interaction is through physical stamp objects that children use to "stamp" different land use types onto an interactive map. Youtopia was developed to investigate issues surrounding how to design and evaluate children's collaborative learning applications using digital tabletops. In particular we are looking at how the interface design supports in depth discussion and negotiation between pairs of children around issues in sustainable development. Our primary concern is to investigate questions about codependent access points, which may enable positive interdependence among children. Codependent access points are characteristics that enable two or more children to participate and interact together. In Youtopia these implemented through sequences of stamps that are required for successful interaction, which can be assigned to children (codependent mode) or remain unassigned (independent mode).
2010
Alissa N. Antle, Allen Bevans, Theresa Jean Tanenbaum, Katie Seaborn, Sijie Wang. 2010. Futura: Design for Collaborative Learning and Game Play on a Multi-Touch Digital Tabletop Proceedings Article . In Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction, TEI '11 Association for Computing Machinery, Funchal, Portugal, 93–100, .
Abstract | BibTeX | Tags: Collaboration, design evaluation, design rationale, educational games, interactive surfaces, multi-touch interaction, simulation games, tabletop games
@inproceedings{10.1145/1935701.1935721,
title = {Futura: Design for Collaborative Learning and Game Play on a Multi-Touch Digital Tabletop},
author = {Alissa N. Antle and Allen Bevans and Theresa Jean Tanenbaum and Katie Seaborn and Sijie Wang},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1935701.1935721},
doi = {10.1145/1935701.1935721},
isbn = {9781450304788},
year = {2010},
date = {2010-01-01},
booktitle = {Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction},
pages = {93–100},
publisher = {Association for Computing Machinery},
address = {Funchal, Portugal},
series = {TEI '11},
abstract = {This paper introduces a collaborative learning game called Futura: The Sustainable Futures Game, which is implemented on a custom multi-touch digital tabletop platform. The goal of the game is to work with other players to support a growing population as time passes while minimizing negative impact on the environment. The design-oriented research goal of the project is to explore the novel design space of collaborative, multi-touch tabletop games for learning. Our focus is on identifying and understanding key design factors of importance in creating opportunities for learning. We use four theoretical perspectives as lenses through which we conceptualize our design intentions and inform our analysis. These perspectives are: experiential learning, constructivist learning, collaborative learning, and game theory. In this paper we discuss design features that enable collaborative learning, present the results from two observational studies, and compare our findings to other guidelines in order to contribute to the growing body of empirically derived design guidelines for tangible, embodied and embedded interaction.},
keywords = {Collaboration, design evaluation, design rationale, educational games, interactive surfaces, multi-touch interaction, simulation games, tabletop games},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper introduces a collaborative learning game called Futura: The Sustainable Futures Game, which is implemented on a custom multi-touch digital tabletop platform. The goal of the game is to work with other players to support a growing population as time passes while minimizing negative impact on the environment. The design-oriented research goal of the project is to explore the novel design space of collaborative, multi-touch tabletop games for learning. Our focus is on identifying and understanding key design factors of importance in creating opportunities for learning. We use four theoretical perspectives as lenses through which we conceptualize our design intentions and inform our analysis. These perspectives are: experiential learning, constructivist learning, collaborative learning, and game theory. In this paper we discuss design features that enable collaborative learning, present the results from two observational studies, and compare our findings to other guidelines in order to contribute to the growing body of empirically derived design guidelines for tangible, embodied and embedded interaction.
2007
Milena Droumeva, Alissa Antle, Ron Wakkary. 2007. Exploring Ambient Sound Techniques in the Design of Responsive Environments for Children Proceedings Article . In Proceedings of the 1st International Conference on Tangible and Embedded Interaction, TEI '07 Association for Computing Machinery, Baton Rouge, Louisiana, 171–178, .
Abstract | BibTeX | Tags: children, Collaboration, interaction, participatory design, responsive environments, sound feedback
@inproceedings{10.1145/1226969.1227005,
title = {Exploring Ambient Sound Techniques in the Design of Responsive Environments for Children},
author = {Milena Droumeva and Alissa Antle and Ron Wakkary},
url = {https://doi-org.proxy.lib.sfu.ca/10.1145/1226969.1227005},
doi = {10.1145/1226969.1227005},
isbn = {9781595936196},
year = {2007},
date = {2007-01-01},
booktitle = {Proceedings of the 1st International Conference on Tangible and Embedded Interaction},
pages = {171–178},
publisher = {Association for Computing Machinery},
address = {Baton Rouge, Louisiana},
series = {TEI '07},
abstract = {This paper describes the theoretical framework, design, implementation and results from an exploratory informant workshop that examines an alternative approach to sound feedback in the design of responsive environments for children. This workshop offers preliminary directions and models for using intensity-based ambient sound display in the design of interactive learning environments for children that offer assistance in task-oriented activities. We see the value of this research in developing a more cohesive and ecological model for use of audio feedback in the design of embedded interactions for children. The approach presented here takes the design of multi-modal feedback beyond being experiential, to one that supports learning and problem solving.},
keywords = {children, Collaboration, interaction, participatory design, responsive environments, sound feedback},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper describes the theoretical framework, design, implementation and results from an exploratory informant workshop that examines an alternative approach to sound feedback in the design of responsive environments for children. This workshop offers preliminary directions and models for using intensity-based ambient sound display in the design of interactive learning environments for children that offer assistance in task-oriented activities. We see the value of this research in developing a more cohesive and ecological model for use of audio feedback in the design of embedded interactions for children. The approach presented here takes the design of multi-modal feedback beyond being experiential, to one that supports learning and problem solving.